نتایج جستجو برای: l1 (first language)
تعداد نتایج: 1823425 فیلتر نتایج به سال:
the ability of composing a coherent and extended piece of writing in second language is considered as a fundamental factor to convey information and ideas of learners through the academic issues. although learners may achieve a perfect academic writing skill through assigning the l2 tasks in content based instruction, but demonstration of their abilities may be related to their ability in l1 es...
abstract in a protocol analysis of second language writing from 20 adult english as a foreign language (efl) iranian students, this research observed how language-switching (l-s), i.e., first language use in l2 writing, was affected by l2 proficiency. switching interactively between first (l1) and second (l2) languages has been recognized as one of the salient characteristics of l2 writing....
abstract the role of l1 in second/foreign language learning has been the subject of much debate and controversy. this article reports on a piece of research carried out in a junior high school in isfahan, iran. this study was conducted to examine the effect of using translation from l1 to l2 on the improvement of efl learners' language accuracy. to fulfill the purpose of the study, 62 stud...
within the components of communicative competence, a special emphasis is put on the “rules of politeness,” specifically the politeness strategies (brown and levinson, 1978) that speakers deploy when performing the request speech act. this is because the degree of imposition that making a request places upon one’s interlocutor(s) has been seen to be influenced by several factors among which, as ...
there is insufficient rigorous research examining which features of efl/esl learners’ writing can be improved through their awareness/knowledge of collocation. this study, therefore, addressed this issue and examined the effect of this awareness on iranian efl learners’ writing performance with respect to the specific features of each writing sub-component (i.e., content, organization, vocabula...
once severely rejected, first language (l1) use is no more considered to be inherently detrimental in foreign language pedagogy. recent research within sociocultural framework has come up with numerous facilitative roles for l1 use (anton and dicamilla, 1999; swain and lapkin, 2000; storch and wigglesworth, 2003). also, studies from humanistic perspectives that deal with the teachers’ and learn...
Once severely rejected, first language (L1) use is no more considered to be inherently detrimental in foreign language pedagogy. Recent research within sociocultural framework has come up with numerous facilitative roles for L1 use (Anton and DiCamilla, 1999; Swain and Lapkin, 2000; Storch and Wigglesworth, 2003). Also, studies from humanistic perspectives that deal with the teachers’ and learn...
Pair and small group work is infrequently welcomed in English as a Foreign Language (EFL) classes under the assumption that students tend to use their first language (L1), which is considered detrimental to learning the new language. From sociocultural perspective, however, students’ first language is claimed to play the role of an important psychological tool and can facilitate the learning pr...
pair and small group work is infrequently welcomed in english as a foreign language (efl) classes under the assumption that students tend to use their first language (l1), which is considered detrimental to learning the new language. from sociocultural perspective, however, students’ first language is claimed to play the role of an important psychological tool and can facilitate the learning pr...
Abstract The role of EFL lecturers’ first language (L1) in the EFL courses has been an ongoing debate. A monolingual approach to EFL suggests that the use of the target language solely in foreign language (FL) classroom improves learning of the target language. Accordingly, the purpose of the present study was to investigate the attitude of Iranian lecturers and EFL learners towards using L1 as...
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